WWC review of this study

National evaluation of Early Reading First: Final report (NCEE 2007–4007).

Jackson, R., McCoy, A., Pistorino, C., Wilkinson, A., Burghardt, J., Clark, M.,…Schmidt, S. R. (2007). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences. . Retrieved from: https://eric.ed.gov/?id=ED498085

  • Regression Discontinuity Design
     examining 
    1,648
     Students
    , grade
    PK

Reviewed: November 2012

At least one finding shows moderate evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards with reservations
Alphabetics outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Elision

Early Reading First vs. Unknown

End of pre-kindergarten

Full;
1,648 students

9.40

8.99

Yes

 
 
13
 
Oral language outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Auditory comprehension

Early Reading First vs. Unknown

End of pre-kindergarten

Full;
1,648 students

94.11

89.82

Yes

 
 
11
 
More Outcomes

Expressive Vocabulary Test (EVT)

Early Reading First vs. Unknown

End of pre-kindergarten

Full;
1,648 students

83.90

83.43

No

--
Print knowledge outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Print awareness

Early Reading First vs. Unknown

End of pre-kindergarten

Full;
1,648 students

102.69

96.91

Yes

 
 
17
 
Social outcomes outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Social competence

Early Reading First vs. Unknown

End of pre-kindergarten

Full;
1,645 students

32.16

31.24

No

--
More Outcomes

Anxiety-withdrawal

Early Reading First vs. Unknown

End of pre-kindergarten

Full;
1,645 students

10.80

10.81

No

--

Anger-aggression

Early Reading First vs. Unknown

End of pre-kindergarten

Full;
1,645 students

8.49

10.73

Yes

-10
 
 


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.

  • Race
    Black
    24%
    Other or unknown
    7%
    White
    23%
  • Ethnicity
    Hispanic    
    46%
    Not Hispanic or Latino    
    54%
 

Your export should download shortly as a zip archive.

This download will include data files for study and findings review data and a data dictionary.

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